 

 

Bags of Time - Victorian 

 

Pre-Workshop Information 

 

Outline: 

 

This is an evidence-based workshop for KS2  adaptable to Years 2 to 6. In small 
groups children will open and explore the lost luggage of a person from 
Wandsworths past. They will explore the items within the luggage, questioning what 
these items can tell us about that person. Historical resources and supporting 
documents will be used to place the objects in historic and regional context and will 
assist the small groups of pupils in creating a detailed understanding of what their 
characters life was like. 

 

The session aims to be pupil-centered by allowing children to reach their own 
conclusions using historical evidence. It gives them the opportunity to be creative 
when thinking about their character and deciding what they will share with the class 
during the plenary. 

 

Each small group will share their findings with the whole class by: 

. reporting their findings and stating their reasons for their conclusions 
. re-enacting the character of the person whose suitcase has been found 
. placing when their character would have lived on a timeline and exploring more 
general issues of the time period 


 

Programme Duration: 1.30 hours 

 

 

Links with Units of Study: 

 

In support of KS2 National Curriculum the museum has created a session specific to 
Victorians. 

. NC Areas: Chronological Understanding. Historical Interpretation, enquiry, 
organisation and communication 
. QCA History Units: What was it like for children living in Victorian Britain? How 
did life change in our locality in Victorian times? What was it like to live here in 
the past? 
. QCA Geography Units: Investigating our local area. 


 

NB: With prior notice this session can be adapted to reflect one of the above units of 
study more heavily than the others to make the session as relevant as possible. 
Please contact us if you think we could relate this session to other elements that your 
pupils are studying in school. 

 

Aims and Learning Objectives: 

 

The session will provide children with opportunities to: 


 

 

 

 

. recognise that the past is represented and interpreted in different ways, and to 
give reasons for this 
. find out about events, people and changes from a range of sources of 
information, such as artefacts and replica artefacts, documents, printed 
sources, pictures and photographs 
. ask and answer questions, and consider information relevant to the focus of the 
enquiry 
. work co-operatively in small groups 
. develop their chronological understanding 
. develop their vocabulary relating to evidence, archaeology, reproductions 


 

What we expect: 

 

. Children will think about their own lives and make comparisons with people 
living in different times and places. 

. Children will enjoy learning about the everyday lives of people who have lived in 
this borough in the past. 

. Children will have an increased awareness about the local area and 
Wandsworth Museum. 

. If you have booked an Outreach session please see the Outreach conditions 
email for additional requirements. 
. Whilst museum education staff will run the session, support in the 
classroom is required in order to minimise the risks involved with the 
session items, enforce the schools behaviour policy and ensure artefacts 
are handled appropriately. 
. Your institution will reimburse the museum for the cost of any item/items that 
need to be replaced due to loss/theft/breakage (through inappropriate 
behaviour) during the programme. 


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

 

 

Victorian Wandsworth (1837 to 1901) 

 

Railways and the growth of Wandsworth 

 

In 1838, the year after Victoria became Queen, the London to Southampton railway 
opened, with a terminus at Nine Elms. This was soon followed by other lines which cut 
across the commons, farms and market gardens, transforming the local landscape. 
The railways provided both employment and swift transport to London, attracting many 
people to work and live in Wandsworth. Battersea in particular was affected as Nine 
Elms became covered with sidings, workshops, depots and new housing for railway 
workers. As the suburbs developed, demand grew for transport between local towns 
as well as to London. Horse-drawn trams and buses were introduced and soon rivalled 
the railways in popularity by providing a cheap, door-to-door service. The motor car 
only arrived at the very end of the Victorian age and was not yet a common means of 
transport. 

 

Industry in Wandsworth 

New industries developed along the Thames during the 19th century. The river 
supplied plenty of water to run steam engines and other manufacturing processes. It 
also provided cheap and easy transport for bulky and fragile goods. Price's Candles 
and Morgan's Crucibles were amongst the companies that built major factories in 
Wandsworth. Smaller works were also set up, making a variety of goods such as gas 
mantles, pencils and bottled water. Shops, laundries and other businesses developed 
specifically to meet the demands of the growing local population. While these 
industries contributed greatly to the development of Wandsworth, the pollution 
resulting from them had an adverse effect on the River Wandle and on the plants, 
animals, birds and fish that lived in the Wandle wetlands. 

 

 Wandsworth - a suburb of London: 

Thousands of houses were built here in Victorian times, transforming the whole area 
into part of Greater London. A variety of leisure facilities were built too including the 
Roehampton Polo Club( the most famous at the time). Many types of homes were 
built, from large detached houses surrounded by gardens, to one-storey terraced 
cottages for railway workers. Building firms employed large numbers of men, many of 
whom had come to London from the countryside in search of work. 

 

In the 1870s an estate was built by a philanthropic organisation - The Artisans' 
Labourers' and General Dwellings Company - to provide good quality houses for 
workers. 

Manors, estates and pleasure grounds were laid out by the gentry and the prosperous 
to express their wealth and status. Gillford House in Putney was rebuilt in 1894 to 
become a grand-style Victorian home complete with grounds and out-buildings. 

 

Famous characters from Victorian Wandsworth 

John Augustus Beaumont purchased the West Hill estate in 1842 and Wimbledon 
Park in 1846. He divided up the land for large villas for wealthy merchants and 

 


 

 

 

bankers. By 1865 there was a continuous line of grand houses along Parkside and 
much of West Hill. 

 

George Dixon Longstaff was a qualified doctor who moved to Wandsworth in 1837. 
He was one of the first members of the Wandsworth District Board and was active in 
many local organisations. He provided the Longstaff Reading Room which forms part 
of the Wandsworth Museum today and even has the cafe named after him! 

 

Institutions 

Victorian times saw the rise of great institutions - asylums, prisons and workhouses, 
for example. 

 

Wandsworth prison opened in 1851. It was built on an industrial scale and replaced 
three small gaols in the borough. Every cell could be watched by one single guard 
standing in the middle of the building . One of its most famous inmates was Oscar 
Wilde, who spent the first six months of his sentence there. 

 

 The Victorians placed great value on education for improving the moral and social 
welfare of all classes of people, especially the poor and those destined to become 
servants. In Wandsworth, a large site on Wandsworth Common was purchased from 
Earl Spenser and a huge gothic building was built in 1857-9. It was used as an 
institution for the education and training of orphan daughters of soldiers and sailors 
who died in the Crimean War. At first the asylum was used to prepare the girls for 
domestic service but gradually it became a conventional school. 

 

 Libraries were an important part of the Victorian emphasis on education for all, with 
reading rooms provided for poorer citizens. Wandsworth library commission was 
appointed in 1883 and the library opened in1885 a large private house(Putney Lodge) 
on West Hill. As noted already, Dr. G.D. Longstaff added a reading room in 1887 
which is still stands in the building today as part of the Wandsworth Museum. 

 

The Victorian age saw Wandsworth transformed from a mainly rural collection of 
villages outside London to become part of the city's suburbs. New transport links were 
created, industries sprang up, institutions were founded and the population of 
Wandsworth greatly increased. The shape of Wandsworth as we know it today was 
largely created by the Victorians. 

 

 

 

 

 

 

 

 

 

 


 

 

 

Pre-Session Activity Ideas 

 

 

History 

. Introduce the different sources that can be used for historical enquiry (books, 
objects, photographs, oral histories) Ask children to think about the kind of 
questions that they would ask someone who lived during the Victorian era? 


 

Geography 

. Discuss with your pupils how the borough developed and changed during the 
Victorian era. What buildings in the local area were built during this time 
(e.g.Wandsworth Prison and the Royal Victoria Patriotic Society Asylum, which 
house orphaned girls), what would have been in Wandsworth during this era 
that isnt here anymore (e.g. A huge workhouse on Garrett Lane). What would 
living conditions have been like for rich and poor Victorians living in 
Wandsworth? 


 

Drama/Geography 

. Role-play familys moving to the city from the county side. What were the push 
and pull factors leading to this change (Industrial Revolution). What might 
people have hoped to gain from moving into the city. What sort of employment 
would they have found in the Wandsworth area, particularly in the most built up 
areas of the borough e.g. Battersea (e.g. Jobs in Industries such as Prices 
Candles, Moragns Crucible Factory, Gas Works, etc). 


 

Art 

. Children in the Victorian era would not have had a so much access to toys as 
they do now and would have often had to make their own using rope, clay and 
wood. Such as marbles, wooden toys, dolls houses etc. Richer children would 
have had bought toys such as china faced dolls and glass marbles. Peg dolls 
would have been something that children would make at home and dress using 
bits of scrap material or rags. Why not make your own peg doll using material 
scraps, glue, threads, felt tips etc. 


 

 

 

 

 

 

 

 

 


 

Bags of Time  Victorian 

 

Post Workshop Resource Pack 

 

We very much hope you enjoyed the workshop and we would be very grateful to hear 
your views on this or other elements of the educational services of the museum. If you 
have any comments or concerns that have not been addressed in our evaluation, 
please contact us at bookings@wandsworthmuseum.co.uk. 

 

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This resource pack is designed to support you and your pupils after participation in the 
Bags of Time  Victorian workshop and includes more details about some of the 
characters and objects featured in the workshop. Wherever possible we have tried to 
keep information relevant to the local area. 

 

Please note: If you have not yet participated in the workshop, please do not reveal the 
content to the participants as this will lessen the impact of the museum workshop. 

 


 

 

Character 1: Victorian Nurse 

 

Background information: 

 

The Victorian era (1837-1901) was a time of great change in the field of medicine. 
Important discoveries such as germ theory (1850s) and the use of antiseptics (1865) 
revolutionised the treatment and survival rates of patients. In the 19th century 
pioneering women like Florence Nightingale and Mary Seacole were responsible for 
formalising the role of nurses and for turning nursing into a profession. Although 
Florence Nightingale did not live in this area she would have been an important role 
model for a nurse working in Wandsworth in the 1800s. She helped to design new 
hospitals and published guidelines for nurses in their work. 

 

Many new hospitals were built within London in Victorian Times. For example the 
Royal Hospital for Neuro-disability, in Putney was built in 1865 and Florence 
Nightingale was consulted on its design. St Georges hospital in Tooting only moved 
to its present location in 1973, though it was founded in 1733 in central London. 

 

Elizabeth Garrett Anderson was the first female doctor in England. She fought 
extremely hard to be allowed to practice medicine and was refused this right many 
times, however she persevered and in 1872 she founded the New Hospital for Women 
which was staffed entirely by women. 

 

Clues to the character: 

 

Carbolic Soap 

 

In 1865 a man called Joseph 
Lister discovered that using 
carbolic acid to wash wounds and 
surgical equipment helped to 
prevent the spread of infection. 
This was the first anti-septic! 

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As germ theory became more 
widely understood, greater 
emphasis was placed upon 
cleanliness and hygiene. Carbolic 
acid was added to soap and was 
used to clean clothes, hospitals 
and bodies 

 

This helped nurses keep patients and hospitals cleaner. 

 

 

 

 

 


Cupping set 

 

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This is an example of early Victorian medical practice. At the start of the period people 
believed that an illness was the result of bad blood and thought that the best way to 
get rid of it was to take some of the blood away. 

 

They could do this using a cup like the one in the bag. 

 

They would cut the skin of the patient and then put a hot cup onto the cut. A vacuum 
would be formed and as the cup cooled down it would suck out the patients blood. 

 

Poppy Heads and Medicine bottle 

 

Opiates (which include heroin and codeine) can 
be extracted from the opium poppy and were 
used widely in Victorian times for various 
medical conditions. The extract was added to 
alcohol to create laudanum which was an 
extremely popular treatment for nervous 
conditions and was even used for coughs and 
colds, despite its highly addictive nature. 
Morphine was used for pain relief. 

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Character 2: School child 

 

Background information: 

 

 According to the 1881 census, Gifford House on Putney Heath was occupied by 
Everard A. Hambro, his wife Gertrude and their two children, Charles (8 years old) and 
Harold (6 years old). 

The house had 5 reception rooms, a ball room, a conservatory, a billiard room, 23 bed 
and dressing rooms, and domestic offices. 

The 23 acre grounds included a stable, greenhouses and vineries, cricket pavilion, two 
entrance lodges, a lake, walled garden, tennis lawn, cricket ground and parkland. 

 

Charles, at 8 years, was old enough to be sent off to boarding school. Up until this 
point, both Charles and Harold would have been taught by their Governess, Miss H. 
Muller and they would have spent their days in the nursery. The boys would be likely 
to only see their parents once or twice in a day, morning and evening. Charles life 
would change radically, when he was sent to boarding school. 

 

Charles was sent to Merchant Taylors' School, chosen by his father for its modern 
curriculum of Languages, Science and Commerce, and its new premises at 
Charterhouse Square (completed 1875). 

His father would pay 12 per year for his schooling, and Charles would be expected to 
make this grand expenditure worthwhile. 

 

His time at Merchant Taylors was meant to prepare Charles for either the University of 
Oxford or Cambridge. William Baker was the headmaster and was keen to use games 
such as football and cricket to build character in the pupils. If Charles and Harold had 
a sister, she would have continue her learning at home with the Governess and 
Harold. Singing, playing the piano, and sewing were the main subjects required for 
girls, along with reading and writing. Some girls would be tutored in French. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

 

 

Clues in the luggage of this character: 

 

Slate Board 

 

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Paper was expensive so if the governess pupils were doing lots of sums she may 
have given them a slate board and pencil. They would have had to wipe it clean before 
starting the next piece of work. 

Children were often taught by reading and copying things down, or reciting things until 
they were perfect. 

 

Jacket 

 

Rich children wore miniature versions of adult clothes - lots of layers, stiff collars, 
corsets, petticoats, boots, hats, and jackets. 

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Clothing was not very 
comfortable or easy to 
move about in. 

When Edward VII was 
little he wore a mini 
sailor suit on a visit to 
the Royal Shipyard in 
Portsmouth. When 
people saw a picture of 
the young prince in the 
papers it became 
instant fashion for 
middle class and 
wealthy children, both 
boys and girls. 

The wide collar comes from the days when sailors wore neckerchiefs to stop their long 
greasy hair dirtying their shirt. 

 

 

 

 


 

 

 

 

Toothpaste pot 

 

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Toothpaste was first introduced in the 19th century. From 1880 toothpaste was first 
sold in ceramic pots by chemists who wrote their own recipes and names on the lids. 

 

The seed of the Areca palm grows in many of the Victorian trading colonies in Asia, 
the tropical Pacific and parts of East Africa. 

 

 

 


 

Character 3: Young Housemaid 

 

 

Background Information: 

 

 Life as a Victorian servant was hard and regimented. Servants were early to rise and 
late getting to bed, and time off from work was a rare luxury. By the 1880s, servants 
were given a half-day off on Sundays, starting after lunch. 

 

Much of the work was demanding, particularly for the women. Scrubbing linen and 
scouring pans left hands sore and chapped, whilst churning butter could take half an 
hour or more of backbreaking work. 

 

Profile: 

 

According to the 1881 census in addition to the Hambro family there were 21 servants 
living in the house, 8 male and 13 female. There was a Governess, 2 Gardeners, a 
Housekeeper, a Ladies Maid, a Nurse, a Nurses Maid, 2 Housemaids, 2 Laundry 
Maids, a Stillroom Maid, a Kitchen Maid, a Scullery Maid, 3 Toolmen, 2 Helpers, a 
Coachman and his wife and son. Only the Coachman was married, all the other 
servants, in age from 18 to 59, were unmarried. 

 

One of these servants was called Agnes White. Born in Inverness; Agnes was 18 
years old when she was working as a Housemaid in Wandsworth. 

 

Clues in the luggage of this character: 

 

Goffering Iron 

 

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This iron was heated on 
the range and used, along 
with the flat iron, to iron 
ruffles and frills. Many 
Victorians took real pride 
in their neatly ruffled 
collars and cuffs and 
servants would spend a lot 
of time ensuring they were 
in order. 

 

 

 

 

 

 

 

 

 


 

 

 

 

 

Coins 

 

A girl of 18 working as a housemaid would 
earn around 20 per year; this is the 
equivalent of approximately 960 in todays 
money. 

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This would have been 92 pennies a week, although they probably would have called it 
7 shillings and 8 pennies. 

 

 

Maids did not pay for their board nor did they have to buy any food. 

 

Wages paid to servants were not regulated, but depended on the generosity of the 
employer, and were influenced by supply and demand. Usually, more could be earned 
than in agriculture or most craft occupations, leading to migration from rural to urban 
areas. 

 

 

Flat iron 

 

 

Before electricity, irons like this were 
heated on an open fire or range. 
Because they would cool so quickly 
whilst being worked over the linen, it 
was common to use two, one being 
heated up while one was being used. 
And because the handle was also 
metal it would have had to have been 
picked up using a cloth of some kind. 

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Character 4: Victorian Governess 

 

Background Information: 

 

A governess was often a well-educated lady from a rich family that had fallen on hard 
times. This meant that she had to earn her own living. Unfortunately, in Victorian times 
there were not many choices of employment for women of this type. 

She could: 

1) hope to obtain status through a respectable marriage 

2) hope to become a maid, although she would lose her rank and be looked down 
upon by others of her background 

3) go to the poorhouse; where conditions were dire. 

4) become a governess and make use of her education, retaining a little of her dignity. 

 

In rich Victorian houses there was a strict pecking order for the people who lived and 
worked there. The butler was the highest ranking servant in the household, with the 
scullery maid (usually the youngest person) at the bottom. The governess did not fit 
into this strict order, for she was neither part of the family or a true servant  having 
been hired for her knowledge and gentility. 

The life of a governess could be a misery. She might be looked down on by the family 
of the house for being from a failed family. The servants might be confused as to her 
status since she worked for wages but came from a different class. 

 

The governess job was to care for and teach the family's girls, as well as the young 
boys up to the age of seven. She was to be well educated, a good teacher and a 
perfect example of behaviour, manners and personal habits. She was expected to be 
patient, good tempered, fair, reliable, unselfish, trustworthy and able to cope and to 
use common sense at all times. In other words, she was meant to be perfect!! 

She needed to be able to pass her accomplishments on to the girls in her charge  
sewing and needlework, music, drawing, dancing and so forth  as well as teaching 
reading, writing and sums. 

 

Clues in the luggage of this character: 

 

Glove stretcher 

 

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Gloves would have been an 
important part of Victorian dress 
and this is a glove stretcher. 
Ladies would like to wear tight 
gloves and this instrument 
would have been used to loosen the glove before she pulled them onto her hands. 

 

Because a governess had come from a more wealthy family than the rest of the 
servants she would have been expected to dress well. 

 

 


 

 

 

She would have worn a large Victorian dress, probably in dark colours so that she did 
not stand out too much. 

 

 A large trunk 

 

A governess would often move from her home to live with the family of the children 
she was going to teach. As she would not 
have come from a poor family herself she 
may have brought many things with her, 
notably novels and embroidery. Books might 
well have been an incredibly important part of 
a governess life. Firstly she should have 
been highly literate in order to be able to 
educate her pupils. But away from her family 
and not part of the team of servants she may 
have turned to novels to keep her occupied. 

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Corset 

 

The use of corsets like this to change the shape of a 
women's figure was at its height in the Victorian period. 
Rows of cord or whalebone were used to give the 
appearance of a tiny waste. Corsets became even more 
uncomfortable when it was realised that by used metal 
eyelets for the laces the material would not tear and the 
device could be pulled even tighter. Women who did not 
wear a corset were considered indecent or 'loose 
women'. A woman not wearing a corset would have 
stood out because people were not used to seeing 
women in their natural shape. However, corsets were 
actually extremely bad for women. One writer Edward J. 
Tilt claimed in 1852 that corsets caused 'shortness of 
breath, palpitation, indigestion, hysteria and a host of 
maladies'. It is now believed that wearing corsets may 
have caused organs to become displaced over time. 

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Character 5: Working Child 

 

Background Information: 

 

Life could be very hard for poor children in Victorian times. If a family did not make 
enough money to buy food then they might starve. Because of this many children were 
sent out to work. The Industrial Revolution created new jobs, in factories and mines. 
Many of these jobs were at first done by children, because it was cheaper to employ 
them. 

 

Many children started work at the age of 5, the same age as children start school 
today. They went to work as soon as they were big enough, Or they might work at 
home, doing jobs such as washing, sewing, sticking labels on bottles or making 
brushes. Children also worked on farms, in homes as servants, and entered the army. 
Many boys went to sea, as boy-sailors, and it was common for girls to go 'into service' 
as housemaids. 

 

In London and other cities, children worked on the streets, selling things such as 
flowers, matches and ribbons or working as shoe shine boys, polishing the boots of 
gentlemen. Crossing boys swept the roads clean of horse-dung and rubbish left by the 
horses that pulled carts and carriages and 'Mudlarks' were poor children who waded in 
the mud beside the River Thames in London, looking for lost rings or bits of scrap 
metal to sell. 

 

 Often poor children would not go to school and so they would not know how to read 
and write. For poor families it was more important for a child to work and make money. 
When Queen Victoria first came to the throne there were no laws that said children 
had to go to school. Most schools also charged pupils money to attend. This situation 
changed during Victorias reign. People began to realise that education was important 
for all children. Look at the timeline below for some important dates: 

 

1838  Victoria is crowned Queen. 

1870  Law passed: all towns and villages must have a school. 

1880  Law passed: all children between 5 and 10 must go to school. 

1891  Primary school education is made free. 

 

 Ragged Schools were schools for poor children. One of the first was started in 
Portsmouth by a shoe-mender named John Pounds. Older children helped to teach 
younger ones. Ragged Schools were often in one room of a house, or in an old barn in 
the countryside. 

Some ragged schools actually made the children do work for money; others taught the 
basics of reading, writing and religion. It was difficult for many poor children to attend a 
ragged school as they would not be out earning money for themselves and their 
families. Very few children went regularly and many adults thought it was more 
important for them to be working than in school. 

 

 


 

 

Clues in the luggage of this character: 

 

 

Shoe shine box and boot polish tin 

 

This sort of box would have been carried around by a 
young boy working on the streets of London. They would 
have polished the shoes of wealthy gentlemen which 
often got dirty and dusty from 
walking through the streets. 

Shoe polish itself only 
became available towards the 
end of the 19th century. Before 
this the boys would have had 
to work even harder to make the shoes shine. 

The boys would probably have worked long days for 
pennies. They would have had to work hard to attract the 
attention of customers and there would have been a lot of 
competition from other boys. 

 

 

 

Clay Pipe 

This is a clay pipe. It was used to smoke 
tobacco. The tobacco was placed in the bowl 
part of the pipe, lit and then the fumes would be 
breathed in through the long hollow straw. Clay 
pipes were cheap and easily broken. Sir Walter 
Raleigh is thought to have brought tobacco to 
England as early as 1578. Smoking tobacco 
became more popular as it got cheaper. 
Cigarettes started to become popular in England 
in the mid 1800s but pipes were still used for 
many years afterwards. It was not illegal for 
children to smoke until the 1908 Childrens Act which banned the sale of tobacco to 
children under 16. 

Description: http://www.tobaccospecialists.co.uk/images/tn-clay-pipe.jpg 


 

Marbles 

These are marbles, rich and poor children played with them in 
Victorian times. Children have played with marbles for 
thousands of years but they have been made from different 
materials such as stone, metal, glass and ceramic. During the 
Victorian era poor children would probably have played with 
marbles made out of clay whilst wealthier children would have 
had marbles made out of glass. Some were very beautiful. 


 

 

 

Bags of Time  Victorian 

 

Post Workshop Activity Suggestions 

 

 

 

Below are a number of suggested classroom activities to assist in extending the 
learning in this session. Please find attached the related worksheet. 

 

History/Art 

. Write about or draw the person that has been investigated, fleshing out their 
character. Where they might have lived, how they looked, what other 
possessions they might have had and what their day to day lives were like. You 
could use ICT to research the Victorian Period. 


 

Literacy/Handwriting 

. Write like a Victorian Child 


Ask the children to practice their handwriting in the style of Victorian script with 
the handout provided (Worksheet 1). Using dip pens makes the activity more 
realistic. 

 

ICT 

. There are numerous childrens activities relating to historical investigation on 
the Geffrye Museums website: www.geffrye-museum.org.uk/kidszone/ or 
BBCs Historys: www.bbc.co.uk/history/forkids/ 


During an ICT lesson, children could follow instructions to complete some of the 
activities in the Kids Zone Area. 

 

Further Resources: 

. Woodlands Junior School in Kent has a great website with lots of children and 
teacher resources, including some on Victorians.: http://www.woodlands-
junior.kent.sch.uk/Homework/history.html 


 

. The BBC has a site you may find useful, it has resources for both children and 
teachers based on childrens experiences in Victorian Times: 
http://www.bbc.co.uk/schools/primaryhistory/victorian_britain/ 



 

 

Copy Book 

 

Can you write like a Victorian child was taught in school? 

 

Practice these Victorian sayings by copying them below 

 

All that glitters is not gold. 

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Children should be seen and not heard 

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If a job's worth doing it's worth doing well 
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Elbows off the table, hands in laps 

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Neither a borrower nor a lender be 

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Name: 


